The Social-emotional Competencies Of The Novice Physical And Sports Education Teacher And Their Relationship With Classroom Management

Abstract

The study aimed to identify and understand the social-emotional competencies employed by physical and sports education teachers in managing their classrooms, and the extent of their impact. The descriptive-analytical method was used, as the researcher was describing a phenomenon encountered by physical and sports education teachers during their work in the classroom. A questionnaire was used as the study tool, comprising three axes corresponding to the number of hypotheses in the study. It included 39 items divided equally across the three axes, with 13 items per axis. The questionnaire was distributed to a sample of 50 secondary education physical and sports education teachers across several southern provinces (Timimoun, Adrar, Bordj Badji Mokhtar, Tindouf). After collecting, presenting, interpreting, and discussing the data, the researcher reached the following conclusions: there is no statistically significant relationship between weak social conscience and classroom management; no statistically significant relationship between lack of interpersonal relationships and classroom management; and no statistically significant relationship between poor decision-making and classroom management. Consequently, the general hypothesis—which states that there is no statistically significant relationship between the social-emotional competencies of novice physical and sports education teachers and classroom management in secondary education—was not confirmed